학술논문
포스트모던 숭고의 교육적 의미
이용수 132
- 영문명
- The Educational Implications on Postmodern Theory of Sublime
- 발행기관
- 한국교육철학회
- 저자명
- 정석환(Chung Seok-Hwan)
- 간행물 정보
- 『교육철학』敎育哲學 第31集, 91~114쪽, 전체 24쪽
- 주제분류
- 사회과학 > 교육학
- 파일형태
- 발행일자
- 2007.08.30
5,680원
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국문 초록
영문 초록
The purpose of this thesis is to examine Postmodern theory of sublime and its meanings in education. Specifically, the examination focused on construct of the theory of Postmodern knowledge and its implications in epistemology of education. Conclusions are as follows.
Postmodern theory of knowledge proposes sublime as a new aim of education. Postmodern theory of knowledge strengthens tolerance to differences. they adepts the concept of sublime of Kant as a strategy for presentation of the unpresentation that knowledge of difference may have. they assumes that we cannot explain the moment of sublime happening in the field of education with the tool of historicity. So they suggests that we regard it as a sum of the present emotions. Further, they asks us to pay attention to the moment when the feelings, different and heterogeneous, coexist. Sublime being adopted into the educational context, the change of the role of teacher who constructs and transfers the contents of education inevitably changes. they encourage students to present the unpresentable, and to make a new game. In other words, a teacher asks students to change and construct the contents of learning on their own thinking of various cases. This is to construct a sort of a new "move". The capability to congregate things that have divided is a kind of "imagination". The emotion of sublime is not a presentation of fixed reason, but an eruption of a variety of imagination. The education as a presentation of imagination changes the role of so-called a traditional teacher. A "new" teacher stirs the imagination of students and arouses the scope of the unpresentable into mind of the public with enthusiasm.
Postmodern theory of knowledge proposes sublime as a new aim of education. Postmodern theory of knowledge strengthens tolerance to differences. they adepts the concept of sublime of Kant as a strategy for presentation of the unpresentation that knowledge of difference may have. they assumes that we cannot explain the moment of sublime happening in the field of education with the tool of historicity. So they suggests that we regard it as a sum of the present emotions. Further, they asks us to pay attention to the moment when the feelings, different and heterogeneous, coexist. Sublime being adopted into the educational context, the change of the role of teacher who constructs and transfers the contents of education inevitably changes. they encourage students to present the unpresentable, and to make a new game. In other words, a teacher asks students to change and construct the contents of learning on their own thinking of various cases. This is to construct a sort of a new "move". The capability to congregate things that have divided is a kind of "imagination". The emotion of sublime is not a presentation of fixed reason, but an eruption of a variety of imagination. The education as a presentation of imagination changes the role of so-called a traditional teacher. A "new" teacher stirs the imagination of students and arouses the scope of the unpresentable into mind of the public with enthusiasm.
목차
Ⅰ. 서론
Ⅱ . 모더니즘과 숭고
Ⅲ. 포스트모더니즘과 숭고
Ⅳ. 포스트모던 숭고의 교육적 의미
Ⅴ. 결론
참고문헌
〈Abstract〉
Ⅱ . 모더니즘과 숭고
Ⅲ. 포스트모더니즘과 숭고
Ⅳ. 포스트모던 숭고의 교육적 의미
Ⅴ. 결론
참고문헌
〈Abstract〉
키워드
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참고문헌
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